ResumenEsta investigación gira en torno a una pregunta central: ¿es la educación de gestión privada más eficiente que la de gestión pública? En primer lugar, se define a la "eficiencia técnica" como el máximo nivel de producto (ej: nivel de aprendizajes) con una cantidad de insumos dada (ej: habilidades del docente, tamaño del aula, etc). Este enfoque en la relación entre inversión y resultados divide el ejercicio comparativo en múltiples aristas. Sobre la base de información obtenida de evaluaciones e índices elaborados para la Cuidad Autónoma de Buenos Aires, se realiza un recorrido por todas estas dimensiones ¿Cuál es la importancia, participación, proporción de alumnos que reciben y el rol de las escuelas de gestión privada? ¿Cómo es la estructura de financiamiento? ¿En qué medida la educación privada depende de fondos estatales o aportes de los padres? ¿Con qué recursos totales disponen los establecimientos de cada tipo de gestión? ¿Cómo se distribuyen los fondos? ¿Qué niveles de calidad educativa obtienen? ¿Cuánto influye en los resultados el nivel socioeconómico de los alumnos o el contexto económico, demográfico o geográfico? ¿Qué resultados de aprendizaje, trayectoria y niveles de equidad obtienen las escuelas según su tipo de gestión? Todas estas respuestas terminan reformulando la pregunta del inicio: ¿qué resultados de aprendizaje se obtendrían en cada sector de gestión con niveles equivalentes de gasto y una población escolar en las mismas condiciones socioeconómicas? AbstractThis research focuses around the question: Is privately managed education more efficient than publicly managed education? To begin, `technical efficiency' is defined as the highest level of product (learning level) achieved with the supplies available (teacher skills, classroom size, etc). The focus on the relationship between investment and results makes the comparison a task to be addressed from different approaches. A list of all these aspects has been made based on information obtained from evaluations and research for the Autonomous city of Buenos Aires. What is the importance, involvement, number of students enrolled, and the role played by privately managed schools? What is the financing structure? To what measure does private education depend on the State's funding, or contributions made by families? What is the total amount of economic resources assigned to each type of management? How are funds ¿Eficiencia o suficiencia en el sector de gestión privada? //Eficiência ou suficiência no setor de gestão privada? /

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The out-of-school rate is a critical indicator for monitoring global progress towards universal education. It quantifies the population of children and youth excluded from each level of the education system. As with many education indicators, historical out-of-school reporting has relied exclusively on imperfect administrative data. Recently, the education community has turned to survey data as a supplement to administrative data to overcome its gaps and weaknesses. Producing such consolidated estimates globally in the out-of-school rate context, however, is a challenging task due to the diversity in enrolment patterns, systematic differences in the nature and reliability of administrative and survey-based data, and the heavy presence of invalid administrative observations resulting from enrolment counts that exceed corresponding population estimates. In this paper we introduce a cohort-based Bayesian hierarchical model to address these challenges and produce complete time series of out-of-school rates for 192 countries. The model uses a flexible spline-based process for underlying cohort out-of-school rate curves that are smoothed through cohort progression and over time. Observations are related to these values using a dual likelihood setup where each data source has distinct bias and variance components. The administrative side includes a structure that propagates uncertainty information contained in invalid data to avoid understating uncertainty. Validation exercises and sensitivity analysis suggest that the model is reasonably well calibrated and offers a material improvement over simpler approaches. The model is currently used by UNESCO to monitor out-of-school rates for all countries with available data.

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